Schools Count : World Bank Project Designs and the Quality of African Primary Education
The conceptual framework developed for this study used the review of the literature to identify eighteen key factors that influence student outcomes. The factors are divided into four inter-related categories that are themselves influenced by the i...
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| Format: | Brief |
| Language: | English |
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World Bank, Washington, DC
2012
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| Online Access: | http://documents.worldbank.org/curated/en/1996/03/12844987/schools-count-world-bank-project-designs-quality-african-primary-education http://hdl.handle.net/10986/9974 |
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okr-10986-99742021-04-23T14:02:48Z Schools Count : World Bank Project Designs and the Quality of African Primary Education Heneveld, Ward Craig, Helen ACADEMIC RESULTS ACCESS TO SCHOOLING CLASSROOM COMMUNITY PARTICIPATION COMPLETION RATES CURRICULUM REFORM DONOR SUPPORT EDUCATION REFORM EDUCATIONAL OUTCOMES EDUCATIONAL QUALITY EDUCATORS EFFECTIVE EDUCATION GIRLS HOMEWORK INVESTMENTS IN EDUCATION LEADERSHIP LEARNING LEARNING OBJECTIVES LEARNING OUTCOMES LEARNING RESOURCES LEARNING TIME LITERATURE NATIONAL CURRICULUM NUTRITION PEDAGOGICAL USE PRIMARY EDUCATION PRIMARY SCHOOL PRINTING QUALITY OF EDUCATION RESIDENTIAL COURSES SCHOOL AUTONOMY SCHOOL CLIMATE SCHOOL EFFECTIVENESS SCHOOL FACTORS SCHOOL HEADS SCHOOL IMPROVEMENT SCHOOL LEVEL SCHOOL STAFF SCHOOLS SERVICE TRAINING STUDENT ASSESSMENT STUDENT LEARNING STUDENT OUTCOMES TEACHER TEACHER ATTITUDES TEACHER DEVELOPMENT TEACHER SUPERVISION TEACHER TRAINING TEACHERS TEACHING TEACHING STRATEGIES TEXTBOOK TEXTBOOK SUPPLY TEXTBOOKS TRAINING COURSES The conceptual framework developed for this study used the review of the literature to identify eighteen key factors that influence student outcomes. The factors are divided into four inter-related categories that are themselves influenced by the institutional, cultural, political, and economic context surrounding the school. Within this context, the supporting inputs flow into each school where interaction among the enabling conditions, school climate, and teaching/learning process combine to produce student outcomes. The report concludes that investment programs for primary education in Africa need to accelerate the trend towards a greater focus on what happens inside schools, towards an even richer package of considerations of what makes education successful at the school level, and towards sectoral policies that empower schools and communities to control better the education of their children. The analysis of the Bank-supported projects leads to two major conclusions. First, the project designs analyzed address an array of inputs that are known to affect educational outcomes: community support, supervision, teacher development, textbooks, and facilities. Second, the project designs tend to ignore the process factors that characterize effective education within schools - school level autonomy, school climate, the teaching/learning process, and pupil evaluation and teacher feedback. 2012-08-13T10:02:03Z 2012-08-13T10:02:03Z 1996-03 http://documents.worldbank.org/curated/en/1996/03/12844987/schools-count-world-bank-project-designs-quality-african-primary-education http://hdl.handle.net/10986/9974 English Africa Region Findings & Good Practice Infobriefs; No. 59 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Brief Publications & Research Africa |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
ACADEMIC RESULTS ACCESS TO SCHOOLING CLASSROOM COMMUNITY PARTICIPATION COMPLETION RATES CURRICULUM REFORM DONOR SUPPORT EDUCATION REFORM EDUCATIONAL OUTCOMES EDUCATIONAL QUALITY EDUCATORS EFFECTIVE EDUCATION GIRLS HOMEWORK INVESTMENTS IN EDUCATION LEADERSHIP LEARNING LEARNING OBJECTIVES LEARNING OUTCOMES LEARNING RESOURCES LEARNING TIME LITERATURE NATIONAL CURRICULUM NUTRITION PEDAGOGICAL USE PRIMARY EDUCATION PRIMARY SCHOOL PRINTING QUALITY OF EDUCATION RESIDENTIAL COURSES SCHOOL AUTONOMY SCHOOL CLIMATE SCHOOL EFFECTIVENESS SCHOOL FACTORS SCHOOL HEADS SCHOOL IMPROVEMENT SCHOOL LEVEL SCHOOL STAFF SCHOOLS SERVICE TRAINING STUDENT ASSESSMENT STUDENT LEARNING STUDENT OUTCOMES TEACHER TEACHER ATTITUDES TEACHER DEVELOPMENT TEACHER SUPERVISION TEACHER TRAINING TEACHERS TEACHING TEACHING STRATEGIES TEXTBOOK TEXTBOOK SUPPLY TEXTBOOKS TRAINING COURSES |
| spellingShingle |
ACADEMIC RESULTS ACCESS TO SCHOOLING CLASSROOM COMMUNITY PARTICIPATION COMPLETION RATES CURRICULUM REFORM DONOR SUPPORT EDUCATION REFORM EDUCATIONAL OUTCOMES EDUCATIONAL QUALITY EDUCATORS EFFECTIVE EDUCATION GIRLS HOMEWORK INVESTMENTS IN EDUCATION LEADERSHIP LEARNING LEARNING OBJECTIVES LEARNING OUTCOMES LEARNING RESOURCES LEARNING TIME LITERATURE NATIONAL CURRICULUM NUTRITION PEDAGOGICAL USE PRIMARY EDUCATION PRIMARY SCHOOL PRINTING QUALITY OF EDUCATION RESIDENTIAL COURSES SCHOOL AUTONOMY SCHOOL CLIMATE SCHOOL EFFECTIVENESS SCHOOL FACTORS SCHOOL HEADS SCHOOL IMPROVEMENT SCHOOL LEVEL SCHOOL STAFF SCHOOLS SERVICE TRAINING STUDENT ASSESSMENT STUDENT LEARNING STUDENT OUTCOMES TEACHER TEACHER ATTITUDES TEACHER DEVELOPMENT TEACHER SUPERVISION TEACHER TRAINING TEACHERS TEACHING TEACHING STRATEGIES TEXTBOOK TEXTBOOK SUPPLY TEXTBOOKS TRAINING COURSES Heneveld, Ward Craig, Helen Schools Count : World Bank Project Designs and the Quality of African Primary Education |
| geographic_facet |
Africa |
| relation |
Africa Region Findings & Good Practice Infobriefs; No. 59 |
| description |
The conceptual framework developed for
this study used the review of the literature to identify
eighteen key factors that influence student outcomes. The
factors are divided into four inter-related categories that
are themselves influenced by the institutional, cultural,
political, and economic context surrounding the school.
Within this context, the supporting inputs flow into each
school where interaction among the enabling conditions,
school climate, and teaching/learning process combine to
produce student outcomes. The report concludes that
investment programs for primary education in Africa need to
accelerate the trend towards a greater focus on what happens
inside schools, towards an even richer package of
considerations of what makes education successful at the
school level, and towards sectoral policies that empower
schools and communities to control better the education of
their children. The analysis of the Bank-supported projects
leads to two major conclusions. First, the project designs
analyzed address an array of inputs that are known to affect
educational outcomes: community support, supervision,
teacher development, textbooks, and facilities. Second, the
project designs tend to ignore the process factors that
characterize effective education within schools - school
level autonomy, school climate, the teaching/learning
process, and pupil evaluation and teacher feedback. |
| format |
Publications & Research :: Brief |
| author |
Heneveld, Ward Craig, Helen |
| author_facet |
Heneveld, Ward Craig, Helen |
| author_sort |
Heneveld, Ward |
| title |
Schools Count : World Bank Project Designs and the Quality of African Primary Education |
| title_short |
Schools Count : World Bank Project Designs and the Quality of African Primary Education |
| title_full |
Schools Count : World Bank Project Designs and the Quality of African Primary Education |
| title_fullStr |
Schools Count : World Bank Project Designs and the Quality of African Primary Education |
| title_full_unstemmed |
Schools Count : World Bank Project Designs and the Quality of African Primary Education |
| title_sort |
schools count : world bank project designs and the quality of african primary education |
| publisher |
World Bank, Washington, DC |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/1996/03/12844987/schools-count-world-bank-project-designs-quality-african-primary-education http://hdl.handle.net/10986/9974 |
| _version_ |
1764411351770333184 |